首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
No previous research has directly examined the relationship between attending a public or private school as a child and people’s attitudes toward Jews when they become adults. This article sheds new light on this issue by using a large, nationally representative survey of over 1,500 adults in the United States to see how childhood schooling is related to adult anti-Semitism. It finds that even after controlling for a variety of background characteristics, people who attended private schools exhibit more positive attitudes toward Jews than those who attended public schools.  相似文献   

2.
张小林 《海外英语》2012,(6):213-216
Thousands of years ago,the Jews were forced to leave their homeland and began to live an exiled life and gradually melted into other neighboring peoples.However,they were not welcomed by others.For thousands of years,Jews’ "Bible" has become a source of literary and artistic creation,but the image of Jews were excluded from the literary and artistic creation,even if there were some occasions,they were but described as autistic Misers or loan shark.Shakespeare is one of the most outstanding writers;he described many people from all walks of life in his works,the Jews,also included.Based on the corpus of Shakespeare’s works,we can see that most adjectives used by Shakespeare to modify the word "Jew"are derogative words.Therefore,we can prove that anti-Semitism does exist in Shakespeare’s works.  相似文献   

3.
以色列优秀作家阿摩司·奥兹在其《忽至森林深处》中以纯净的笔调描写了一则童话故事,在故事中流露出自己对犹太民族苦难历史的回顾与思考。奥兹用童话隐喻被迫害的犹太人伤痛与畸形心理反应:被欧洲化了的犹太人只能在心中保有对欧洲执着而痛楚的单恋;犹太人在面对排犹尤其是纳粹屠犹问题时有着深重的屈辱感并保持沉默;犹太人自闭性保护行为表现在"格托"与"精神格托"等现象上,这些"格托"现象背后深藏着强制性文化规范,隐藏着犹太人对自身生存、对犹太文化延续的深刻焦虑与强烈的危机意识。  相似文献   

4.
This article examines how the self-determination of pupils with intellectual disabilities is practised in secondary school in Norway and discusses possible challenges connected to this practice. The argumentation builds on the fieldwork of qualitative interviews (N?=?55) and participant observations in schools in Norway (pupils 13–16?years old). The pupils attend a variety of educational settings, including ordinary classes at mainstream schools, the department of special education at mainstream schools and special education schools. The study reveals considerable variations in the pupils’ opportunities to practise self-determination. While the self-determination of pupils with intellectual disabilities is rather extensive when it comes to their influence over informal and minor decisions in everyday life at school, it is very limited when it comes to formal and major decisions. Furthermore, the implementation of the pupils’ self-determination is primarily spontaneous and seldom anchored in the pupils’ Individual Education Plans. Such an implementation practice limits the pupils’ opportunities to participate in democratic processes, learning and social interaction.  相似文献   

5.
ABSTRACT

Jewish teachings on social justice include the maxim attributed to Hillel the Elder in the Mishnah: “If I am not for myself, who will be for me? But if I am only for myself, what am I? And if not now, when?” This maxim indicates Jewish responses to experiencing anti-Semitism in the context of sports, as Jews have stood up for themselves through protest, cultural adaptation, and boycott, as illustrated in phenomena such as the creation of the HaKoach sports teams in Europe, the South Philadelphia Hebrew Association basketball team in the United States, and international responses to the 1936 Berlin Olympics. It illuminates how others have “been for them,” including Football 4 Peace, responses in Europe to Jewish-identified football teams and anti-Semitism. And it illustrates how the Jewish state, Jewish athletes and teams have responded to the call to stand up for others in American baseball and Israeli football.  相似文献   

6.
This study investigates how different stakeholders in Norway experienced a government-initiated, large-scale policy implementation programme on Assessment for Learning (AfL). Data were collected through 58 interviews with stakeholders in charge of the policy; Ministers of Education and members of the Directorate of Education and Training in Norway, and the main actors such as municipality leaders, teachers, school leaders and students. Successful implementation of AfL processes was found in municipalities where there were dialogue and trust between the municipality level, school leaders, teachers and students and where the programme was adapted to the local context. Implementation was challenged when the policy was interpreted as a way of controlling the schools. Despite the successful implementation in some municipalities, the programme did not have any effect upon students’ learning outcome, as measured on national tests in reading and mathematics. The results are discussed in relation to how local assessment cultures with particular characteristics influence governing, accountability and trust.  相似文献   

7.
In times of global influence, compulsory education in the Nordic countries has promoted democracy as choice since the 1990s, as enhancing an individual good. Supporting education for democracy is a matter that concerns the world and society on the topic of ‘what shall he do? Shall he act for this or that end?’. This indicates that democratic education is not only a matter of individual good, but a public, regarding who I want to be, how I would like to respond towards both the world and society. As for public good, who I want to be involves having the freedom to act in the world that lies between us. The article explores Nordic tradition of people’s high school, which is known to enhance the enlightenment of the people and to support democracy as a public good. Focus group interviews with folk high school students in Norway were carried out. To theoretically interpret the findings, theories on freedom and action were used. Arendt’s theories contribute to the results by offering ways to theoretically comprehend students’ experiences of being seen and heard during their school years. The study asks to what extent, if any, people’s high schools in Norway contribute to and/or challenge education and democracy in today’s society.  相似文献   

8.
Feedback to students has been identified as a key strategy in learning and teaching, but we know less about how feedback is understood by students. The purpose of this study is to gain more insight into lower secondary students’ perceptions of when and how they find classroom feedback useful. This article draws on data generated through individual interviews with 11 students representing four lower secondary schools (grades 8–10, aged 13–15) in Norway. Feedback types are identified from students’ perceptions, coded and indexed. A feedback typology is designed to provide a framework which can be used to reflect on useful classroom feedback based on lower secondary school students’ perceptions.  相似文献   

9.
Drawing on the tradition of childhood studies, this study explores how children’s problems are being conceptualised by primary school teachers in Finland and Norway and what kind of institutional childhood is reflected in those conceptualisations. I use thematic content analysis to analyse data derived from two primary schools in Tampere, Finland, and two in Trondheim, Norway. In both Nordic contexts, problems were conceptualised in terms of children’s performance, welfare and behaviour. The results imply that the welfare (or care) perspective to childhood, along with more instrumental perspectives of learning outcomes and behaviour management, is essential in Nordic primary education.  相似文献   

10.
This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts.  相似文献   

11.
A large number of children are today receiving special education in Norway. The high cost to society and possible long-term consequences for the students make it important to understand the interrelationship of the causes and effects related to receiving special education services. Unfortunately, at present there are only few rigorous studies of the effects of receiving special education services. This study examined the interrelationship between receiving special education services and students’ math and language skills in upper secondary school in Norway. Data from 2756 students in the large population-based special education study (SPEED) was used that included information from questionnaires on students’ development, learning environment and family background. Results showed that students receiving special education services had slightly lower scores on their language test but similar scores on their math test compared to the group of students not receiving special education services, when conservative methodological approaches were used to control for possible covariate bias.  相似文献   

12.
Previous research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide information regarding beginning teachers’ complex teaching positions that is beneficial to prospective teachers and teacher educators. This transnational qualitative study, completed in Norway, South Africa and Australia, adopted a Vygotskian social constructivist theoretical stance. Gadamer’s hermeneutic philosophy was applied to offer an in-depth understanding of the effects of classroom experiences on beginning teachers’ professional identities and feelings of ‘belonging’ and ‘at homeness’ in their positions. The results of this study highlight the school leaders’ perceptions of how well graduate teachers are prepared to meet the demands of the workforce. The study concludes by demonstrating the value of linking beginning teachers’ experiences to interventions and the development of ITE programmes. This study’s evidence-based findings support its recommendations for policy-makers and its reflections on the link between ITE and employment.  相似文献   

13.
ObjectivesThe current study presents the prevalence of students’ reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students’ category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims).MethodThis study is based on a large, nationally representative sample of 16,604 students in grades 7–11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students’ gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment.ResultsSignificant MANOVA results were found for gender (boys more than girls), nation (Arabs more than Jews) and bully-victim group membership for both emotional and physical maltreatment. Post hoc follow-up analyses revealed that bully-victims reported significantly more staff maltreatment than other students, followed by bullies and victims. Students who were not involved in bullying reported the lowest levels of staff maltreatment. In addition, the interaction analysis revealed that differences in bully-victim subgroup membership vary by gender, nations and school level in both physical and emotional maltreatment.ConclusionThe findings showed that levels of staff maltreatment toward students vary according to the category of students’ involvement in bullying, with bully-victims boys being at the highest risk. These findings mirror past research suggesting that bully-victims present multiple challenges for school staff and they are in need for special attention.Practice implicationThe findings emphasize the need to invest more efforts in helping bully-victims that were found at highest risk for staff maltreatment in both Jewish and Arab schools. Furthermore, it is essential to support teachers to help them cope effectively with difficult situations without resorting to aggression. To achieve this goal, training opportunities for teachers in Israel and other countries need to be expanded. This intervention should be designed and implemented from a “whole school” approach that includes students, school staff, and parents.  相似文献   

14.
  相似文献   

15.
  相似文献   

16.
The children's parade, the use of national flags and school banners are key features in the celebration of Norwegian Constitution Day. This article provides a historical analysis of the origin of the school banner and its emergence and development into a living and popular tradition from the late-nineteenth century. This article shows how the emergence of the school banner connects to the establishment of compulsory schooling and the school as an active site for nation building in the Norwegian struggle for independence. Today, the school banner has transformed to promote the schools’ identity and self-representation. The article adds new insight into the history of schooling in Norway and offers an additional perspective to the research on national symbols.  相似文献   

17.
The study examines teachers’ attitudes and experiences regarding home–school cooperation. Teachers constitute a powerful group in school compared with parents, and this relationship is interpreted through Bourdieu’s concept of social field, as a power relation. The empirical analyses are based on a mixed‐methods approach with survey and qualitative interviews among teachers in Norway. The results show that while teachers experience the interaction in a positive way, they try to limit parents’ influence through emphasising their own professionalism, thus leaving parents with the role as supporters. Teachers who relate to well‐educated parents are especially conscious of maintaining a distance towards the parents in order to keep them in their place.  相似文献   

18.
This study aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers’ turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers’ turnover intentions: collective teacher efficacy, teacher–principal trust, role conflict, and affective commitment. Our findings suggest that organizational and contextual factors, and not necessarily individual competence perceptions, have a significant impact on beginning teachers’ turnover intentions. Also the findings suggest that beginning teachers should be studied separately from more experienced teachers. Implications for school leadership are discussed.  相似文献   

19.
The aim of this paper is to describe changing learner identities and trajectories of identification that take place among vocational education and training (VET) apprentices in Norway. This paper describes 23 young, male VET students’ learner identities in compulsory school (age 7–15) in comparison to their learner identities in VET apprenticeships (age 18–21), based on analyses of a set of biographical interviews about their schooling experiences. More specifically, the analysis describes changes in interviewees’ learner identities in their transition from school to apprenticeship. The analysis reveals that their narratives of being a student in school involved wounding educational experiences, such as negative student-teacher relationships, and feelings of failure and disengagement. At school, the participants’ learner identities were positional identities created in the shadow of the figured world of school, leading the students to individualised withdrawal. The narratives of their apprenticeship was characterised by a sense of belonging, feelings of equality to peers, independence and adulthood. The ‘adult working man’ identity is a disguised learning identity, in that it breaks with the wounded learner identity of the ‘failing student’ and thereby creates opportunities for active learning for apprentices, both as individuals and members of communities of practice.  相似文献   

20.
This article is based on data from two national research projects in Norway dealing with upper secondary educational reforms that began in 1994. Together, the research projects represent a longitudinal study of prospective life course data from 1995 to 2003, covering approximately 500 students from the time they were receiving special education in upper secondary school to the age of 22. The analysis is based on theories of social networks, frame factors, risk and resilience, and life course transitions. It uses a typology of social marginalization based on the dimensions of network density and network size to capture the differences in framing opportunities and restrictions on the students’ social network relationships in the spare time arena. The study addresses how such relationships in early adult life are affected by earlier school experiences, such as whether they attended special or mainstream classes, compared with personal factors and their family situation at the start of upper secondary school.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号